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T Stem Mnths Fancher

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From "Building a Functional Foundation in the Algebra Classroom" at TSTEM Best Practices Conference Feb 9/10 2010.

From "Building a Functional Foundation in the Algebra Classroom" at TSTEM Best Practices Conference Feb 9/10 2010.

Published in Education , Technology
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Transcript

  • 1. Building a Function Foundation Chris Fancher Manor New Tech High School
  • 2. What’s the Plan?
  • 3. What is New Tech?
  • 4. Manor New Tech?
  • 5. Does Your ISD Support You?
  • 6. Where do we start?
  • 7. Rubrics? Yeah, we do rubrics.
    • At-Risk, Emerging, Exemplary -or-Unsatisfactory, Proficient, Exemplary
    • Includes TEKS/SE’s
    • Includes Point Values
  • 8.  
  • 9. Down With OOP Project
  • 10. Emerging Column from Rubric
    • Final Product explains how the order of operations simplify a numeric expression.
    • Final Product explains how the order of operations simplify an algebraic expression.
    • Includes the direction of PEMDAS within the final product.
    • Explains in detail what each letter in PEMDAS stands for.
    • Gives examples of each letter in PEMDAS.
    • Makes/explains a connection between order of operations and solving algebraic equations.
    • Final Product explains how to solve single-step equations.
    • Final product explains how to solve multi-step equations.
  • 11. The Art of Math Project
  • 12. Here is the Art of Math Entry Document
  • 13. Parent Functions
  • 14. Emerging Column from Rubric (Pt.1)
    • 1. Art piece includes a linear function, a quadratic function, and at least two of the following functions. (Sine, cosine, exponential, logarithmic, cubic, reciprocal, absolute value, square root, cube root, rational)
    • Includes graphs of the parent functions of all of the functions used in the art piece.
    • Includes the equations of the parent functions of all of the functions used in the art piece.
    • How you transformed one of the lines used in the art to make it steeper or less steep than f(x) = x.
    • How you transformed one of the lines used in the art to make it move up higher or down lower than f(x) = x.
  • 15. Emerging Column from Rubric (Pt.2)
    • How you transformed one of the lines used in the art to make it move up higher or down lower than f(x) = x.
    • How you transformed one of the parabolas used in the art to make it “skinnier or fatter” than f(x)=x 2 .
    • How you transformed one of the parabolas used in the art to make it up higher than or down lower
  • 16.  
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  • 23. Student Work
  • 24. Student Work
  • 25. Where Do We Go Next?
  • 26. Function Video
  • 27. Conjunction Function Project
  • 28. Entry Document
  • 29. Emerging Column from Rubric
    • FINAL PRODUCT INCLUDES 3 RELATIONSHIPS. AT LEAST 1 IS A FUNCTION AND AT LEAST 1 IS NOT A FUNCTION
    • FINAL PRODUCT EXPLAINS WHICH THING(s) IN EACH FUNCTION RELATIONSHIP IS THE INPUT ITEM.
    • FINAL PRODUCT EXPLAINS WHICH THING(s) IN EACH FUNCTION RELATIONSHIP IS THE OUTPUT ITEM
    • FINAL PRODUCT EXPLAINS THE DOMAIN FOR EACH OF THE FUNCTION RELATIONSHIPS.
    • FINAL PRODUCT EXPLAINS THE RANGE FOR EACH OF THE FUNCTION RELATIONSHIPS.
    • FINAL PRODUCT EXPLAINS HOW THE DOMAIN AND RANGE ARE REASONABLE.
    • FINAL PRODUCT SHOWS, IN DETAIL, THE RELATIONSHIP BETWEEN THE INPUT AND THE OUTPUT AND WHY IT IS A FUNCTION (OR NON-FUNCTION).
  • 30. Here are some Student Products
    • Four Videos for your pleasure:
  • 31. Pirate Project
  • 32.  
  • 33.
    • Chris Fancher
    • [email_address]
    • http://twitter.com/cfanch
    • http://delicious.com/cfanch
    • http://edutechmusings.blogspot.com
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